Many educators include graded reading in their courses based on research evidence outlining the potential to improve learner motivation (McLean & Poulshock, 2018) and develop language learning (Grabe & Stoller, 2019; Nation & Waring, 2019). Winning over reluctant readers poses a challenge. However, insights into what caught the interest of readers putting in the most time and effort in a reading project have merit. This session shares student-approved, case study statements covering past experiences, recent success with graded reading and MReader quizzes, and future reading. While not all learners see the light, better understanding the lived experience of these readers provides a window into the potential to engage other learners by process, texts, and support. The two-fold aim is to inform teachers for their practice but also to reward these students with an opportunity to share their reflections in live, recorded, and transcribed interviews in English at an academic conference.